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This will include access to course materials and resources that can be repurposed and full access to the Future Classroom Toolkit including future developments. Similarly, this training is offered to industry partners.
The 5-day Future Classroom Scenarios course developed in CPDLab was first delivered in the FCL in Brussels in summer to teachers who had received Comenius funding and a second version of this course Future Classroom—adapting pedagogical practice was offered in spring Shorter versions of the course have also been run in two-day workshops for eTwinning 5 teachers in the FCL. The second project, Living Schools Lab 6 LSL , has explored new models for mainstreaming innovative practice by establishing a network where Advanced Practitioners work with Advanced Schools based around regional clusters.
As well as impacting on the extensive professional development programme that has been provided for LSL teachers, iTEC and LSL started to put in place a new mechanism to allow exchanges with head teachers to take place on a regular basis under the FCL umbrella. The third project, Creative Classrooms Lab 7 CCL is carrying out a series of policy experimentations on the use of tablets in schools involving nine Ministries of Education. In the first year of the project, policy makers and teachers in CCL followed the iTEC process to create tablet scenarios related to collaboration, content creation, flipped classroom, and personalisation and Learning Activities that were piloted in 45 classrooms in eight countries.
While in some countries the political context does support a top down intervention, this approach is not viable in every case. There are indeed cases where the political system does not support any intervention e. Therefore, iTEC sought to achieve impact in a more direct way, through engagement with the different agencies and mechanisms that exist in each country, with the role of putting national policy into practice. To achieve this, project outputs must continue to be communicated effectively to those key influencers to encourage them and move them to action.
Clear messaging must continue to be developed and communicated, for those specific stakeholders. Messaging should highlight compelling evidence, and address where appropriate, factors that might be used to diminish or undermine progress.
HLG members, representing the perspective of senior policy makers provided valuable insight into perceptions of such stakeholders and identified challenges that might present barriers to policy maker engagement. Different Results in Different Countries While the project involved practice in over classrooms, geographic distribution of classrooms was not even across Europe which could suggest that iTEC results are more appropriate to some countries, and less appropriate to others.
With 20 pilot countries, it is perhaps not surprising that there are differences in approach that, arguably, should be further explored.
Structures and systems, capacity for innovation and change, pre-existing relationships between students and teachers, and attitudes toward professional development all contribute to the differences in results between countries.
Timing might also be considered important, with each country at a different stage in the cycle of reform, and travelling in quite different directions.
A finding here is that resistance is often not caused by scepticism and can be mitigated by better contextualising the use of tools and approaches, such as in iTEC, in terms of readiness for classroom innovation. As a result, it could be proposed that scaling may not be possible because the precondition of innovative and enthusiastic teachers may not be in place.
However, the first counter argument should perhaps be developing the conditions in which enthusiastic innovative teachers become the norm rather than the exception.
Top down imposition is seldom an answer. Further evidence of the limitations of a top down approach comes from a group of teachers who participated in an Education Fast Forward 9 debate. The teachers reported that authorities were introducing a requirement for them to be collaborative. Their reaction was to withdraw their labour, an unintended outcome from a top down instruction. However, the experience in iTEC was that self-selection meant that the teachers who did participate were effectively teacher leaders.
There is evidence within the project that such teachers actively spread iTEC practices and messages to other teachers, in a way that was most acceptable to them rather than a top down approach.
That bottom up, organic approach, often associated with creation of movements, may ultimately be more powerful. In these circumstances, advanced, innovative and enthusiastic teachers are empowered to take a lead within their profession and to act as ambassadors. Cost of Scaling Up Teacher Training The cost of scaling teacher training is dependent on local or national circumstances. The OECD publication indicates some of the factors that influence participation in professional development activities.
It should be noted that it is based on direct feedback from teachers. This suggested an untapped opportunity to develop online social CPD offerings.
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We therefore argue that when teachers are suitably motivated, and training resources are of sufficient quality and availability, teachers can effectively engage in valuable CPD at low cost and at scale online. This evidence has led to further development in online flexible training programmes which many of the iTEC partners have produced as, a direct consequence of iTEC. Getting the Message and Language Correct for the Diverse Political Contexts of Europe A central challenge was that there was no uniform way of promoting iTEC effectively and efficiently that would work across all countries and their contexts, owing to the significant differences in policy, culture, language, perceptions of education and its structures, etc.
Strengths and positive outputs of projects such as iTEC play differently within different government philosophies and priorities. As a result, messages should be tailored for each circumstance in order to ensure a good fit with local and national policy.
In the case of iTEC, the project has benefited from direct links to policy priorities across many countries, thanks to the involvement of Ministries of Education. Consequently, in some areas iTEC developments have gained near universal acceptance e. I'm so usedto gettingup eorly. Expressions with get to: Expressions with must: Youmust geto bit depressed. Thot must be good. I'm surprised hosn'tbeensocked yet. For exampIe: Whot do vou do? Whot do you do for o living?
Where do vou work? I'm in computers any expressions that they would and like to be true for them in the future e. How longhoveyou beenout l'm of work? What'sthe poy like? You might needto explainsome of the following exDressrons: After checking the answers,write these Datterns on the board: I work forlin o Encouragethem to explain their choices. Write these expressions on the board so students can tell you where their guesseswere d iffere nt: I thought helshewos o I thought helshewas o Ask students if they notice any pattern, and then complete the rules a.
Try to use some of the structures from I What do you do? She works in business. She runs her own business. I don't hove to I con Has anything happened to them recently that made them happyl Do they remember a time when they were greatly relieved? Then have them read the text and share their reaccions ith a oartner. Ask students whether their parents ever pushed j them into something. You may need to explain that if something drives you mod, it annoys you and that if a report is dry ic is not i nteresting.
This exercise further helps to reinforce the get used to and be used to expressions. Draw attention to the two patternsin the followingquestions: How ore you finding How do you find I'm still trying to get used to the different sounds of English.
This is a chance for you to review some of these aspects and reinforce some of the learning advice from the first unit. Point out that these expressions are followed by a noun or quite often an -ing form. I think I could get used to being self-employed becouselA fike to be my own boss. Ask a few students to share some of their sentences with the class.
Real English Referstudents the Real English note. How long would it toke you to get used to working nights? Would you find it difficult to work from home? Do you know onyonewho works o six-doyweek? You might want to have students do the role play twice with different partners so that they can improve their performance.
Remind them of the structures work f o r l o s l i n. Tell students to listen for the answers to the two questions. Get them to discusstheir answers in pairs. A postman getsto be outside lot. Not at all 6. Doing what? Let students read the two extracts from the conversation and underline the two examples of must, and then go over the explanation. Playthe recordingthrough one more time with students followingthe text.
Students might ask you about the followingexpressions: Eversince hod thot little we disogreement the coffeemoney, hosn'twontedto he over knowme. You could also point out that you mustget can be followedby -edforms of adjectives while thot mustbe can be followedby -ingforms. Youmust get depressed ustrotedbored,etc. Ifr I Thot mustbe depressing restigIfr ustr ngI worrying, etc.
That must be Possible response: You may makesuggestions you monitor as students'progress. Alternatively, can write the sentences the you in Coursebookon slipsof paperand give one to each student. They shouldthen find another student, the say sentence their slio and continuethe conversation. When students havefinished, they exchange slipsand find another repeating procedurewith the sentence the on Person, their former partner's slip.
Follow-up As an extension this unit,put studentsinto pairsto of design recruitmentcampaign a particular a for lob. Remindthem of the followingusefulpatterns. You'll to You'll quickly usedto You must get Possible response: Yeah, sometimes. I do Possible a securityguard. Possible a trafficwarden That must be Possible response: Ask them to pay attention to how the stressed words sound.
Then play the recording again, pausingafter each sentence to allow students to repeat.
Practisethese sentences until students can say them naturally. You may want to point out that when quite is stressed qu49 tired ,it means not too tired ,but when the adjective following guite is stressed quite tired, , means it very tired.
Unit overview General topic Places download things. Expressions with thing: I've gotto pock my things tonight. Thot wos o stuPidthing to dol etc. Collocations thingsyou download: Vocabulary differentkindsof shop: Therei one fiveminutes' drivedownthe road. Neitherdo L 5o Collocations with money: I earnfour hundred poundso week plusovertime.
Expressions with must, mustn't,have and don't to hoveto'. Whenit comes dishes, ratherhovecheoP to ond cheerful thon exDensye. My mother sentrne thisjocket. Whot you think?
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Well,it'snot reollvvou. You might need to explain some of the following exoressions: I think I'm a smoll,Hove you got it in medium? Shop till you drop is an expression suggesting that you are going to do a lot of shopping. Let's go into town ond shop till we drop! Draw students' attention to the pictures.
Have them match the places to the pictures and briefly answer any questions. Note that it is also oossible to omit the words the foct: One good thing obout shopping I wouldn't be seen deod in o Dlace like thot!
You may need to explain the difference between I'd never go and I've neverbeen. Whot's thot thing you use to get ice creom out of o corton? Whot do you coll thot thing you stond on ond weigh yourself with? Whot's the nome of the thing over there? You could even turn this into a little game with students testing each other on the names of objects in English.
Explain that trunks are what men wear when they swim. Encourage students to record these expressions in their notebooks, perhaps on a page just for thing expressions. Encouragethem to use exoressions from the text. Answers you can because l. Playthe recording of the article as students follow along i n t h e i r C o u r s e b o o k s. Offer to explain any words or expressions that they are unsure of.
Here are some expressions to do with shopping or business hat you might want to poincout: Anyway,there o knockot the wos to door, ond it wossomemon osking donotions a jumble for he I sole.
One thing I ogreeldisogree with is I don't reollyogree when the outhor sdys Personolly,thinkldon't think I The outhor hos o point when she soys I don't think thot'stotollvtrue For How much do you want for this? Thot'so bit expensive, it? You must be joking!
It'sworth o lot more thon thot. Youcon hoveit for o pound. Ask pairsof students talk about to what they think the oblectsare. Whot do you think thot thingoverthereis? The thing next to it. Whot do you use thisthingfor?
Wheredid you getthot thing? Wh -f. Some suggestions might include: Where con I download o newspaper? Where is the newsPoPershop?
Innovations Advanced - Teachers Book
Then refer students to the photos on page 44 and have them comolete the first conversation. This is more typical than more direct where ouestions. After checlcing their answers,students can practise the conversation in pairs. M a t c hi n g This exercise focuses on several useful collocations connected with things we download. Once students have matched the parts together to make sentences,go over the oronunciation and have them memorise the expressions.
They can then swap roles. Finish with the discussion quesrions off at the end. Matching This exercise gives students practice with expressions for agreeing: Neither hove l, So om l, Neither con l, Neither om l. However, you can use Me too or Me neitherwith all torms. That must be good. In this exercise,students praccisetwo more uses of must: Some students may think that must is often used to tell someone what to do. Draw their attention to the fact that rnust is frequently used with I and is very much what we personally see as important or necessary.
The other use of must, as a way of recommending something, e. Youmust come ond visit might not be familiar to some students. Go over the examples and explanations with students and answer any questions. Then have 1[s61 69;nnlete. They've o goodlbod got reputotion.
Theirproducts highllow quality. Then do the exercise,adding to the list any verbs that students didn't come up with. While going through the answers,practise the pronunciation of these sentences,paying attention to the stress and intonation. Then practisethe pronunciation mustand mustn't these ohrases. Alternativesto must and mustn't Here students focus on polite alternativesto you must. Answers f. Aport from gettingtickets, whot else con you do in odvance?
When to wouldit be unusual? Again, if you have a srory abour a time when you forgot something important, tell that to them too. Get a few people to share their suggestionswith the whole class.
The difference between don't hove to and mustn't,however,will probably be easier for students to see. Expressions with hod to: I had to borrowsomefrom o friendot work. Wedidn'thoveto stoy till the end. Other ways to expressobligation: Expressions complaining for about people: I con'tstondpeople who How wasyourtrip?
Don't eyenosk,l lf you sayl wouldn't feedthisto my dog,youmeanthat the food is very bad. Do vou call this steok? I wouldn'tfeedthis to my dog! Remind students to record any of the expressions that they lilcein their noreboors. Language strip ,se the language trip as a way to lead in to the unit. Excuseme, I ordered the chicken, the not For example, in l'm ofroid it!
We often use con't stond to say we hate something. You could also tell them a hotel story yourself. They can then tell a partner their own hotel story. Help with difficultieswith meaning when necessary. You may want to play the recording a third time while students follow the tapescript on page I would'velwouldn't Have students practise sayingthese phrases,paying attention to the contracted form would've. I'm sorry,the coffee isn't very strong.
Do You think you could bring me o strongerone? Let me see. Well, I'd like onother one. I'm afroid we con't moke it ony stronger,You con download onother one if you like with on extro shot of espresso. Review the difference between don't hove to and mustn't. I reolly must remember to, I mustn't forget to, l'm glod I don't hove to and then go over the explanation and c examples.
The food wos so bod, I just hod to leove. My feet were so tired, I just hod to sit down ond rest. Have students come up with other suggestionsand p r a c t i s es a y i n gt h e m.
Answers I'm sorry,but this coffeeisn't very strong. I'm sorry,but my room is rather cold. Check that Do you thinkyou couldbringme o stronger stressand intonacion they are followingthe appropriate some key words. In this exercise,draw students' attention to the way so I hod to is used to give the result of something. We often use on mylourlthe woy to when giving the background information of where we were gorng when we are telling a story.
Conyou lend me o few pounds? Ask students what they do if they find themselves little short of money. Thatemoil ottachment you sentkeptcousing computer my to crosh, I hod to oDenit ot work. More obligation 'riii,.
Get students supplythe to appropriate verb. I for Why don'tyou You'll to nevergetit bock. I wos hitch-hiking throughVietnom, I'd just got ond picked by a cor heodingsouth. Allthe othercorshod stopped too,ond I noticedpeople hod set up toblesselling the foodond drink beside rood.
Havethem all standup and go aroundasking their questionto different people. Speaking This exercise helpsreinforcesome of the vocabulary from. Here students can see a functional use of hod to. Explain the task and point out the pictures if students need some ideas. Well,I had to havedinnerwith my boss. Sorry, but I had to take an importantbusiness call.
Well,I had to spendall evening fixingmy car. Youshouldmind your own business. Give students time to preparetheir story. Encourage them to use some of the exoressions from this or previousunits. Did I evertellvouoboutthe time I Youthoughtthot wos emborrossinglonnoying? I can't stond people who throw litter on the street. I hote the woy You could also teach the expression I hote it when.
You might need to explain the difference between I con't s t o n d p e o p l ew h o. As an extension, have pairs of students come up with responses to some of the complaints in the reading text that they disagreewith. For Shane'scomplaint, for example, they could come up with responses like A4ost occidentsore coused by young people,older drivers ore just driving carefully,etc.
While you read Shout us. Ask students whether they tend to get things their off chest bottlethlngs Havethem discuss or up. Havethem underline any expressions they find interesting. Pointour the expressions with mustin the first complaint We musthovelunchsometime,We get!? You may need to explain some of theseexDressions: Don'tyou thinkit's weirdhow shealways knowswhot you'rethinking? Then play the recording a second time as they fill in the gaps.
Pairs of students can then practise the conversations. Ask if anyone has experienced any of these situations in an English-speaking country. Then discussas a class the auestion at the end. You could teach the verb short-chonge. Would you soy onything if you discovered thot your poy check hod been depositedtwice into your occount?
They can then rehearse it a few times until they feel comfortable. Finally, have them perform their skit in front of the class. Explain the two situations. As they are writing the dialogues,go round helping a when necessary.
Once they've practised sayingthe dialogues,have pairs of students perform them to another oair or to the rest of the class. Unit overview General topic Talking about where you liveand who you livewith. Reading still sharea room Two brothersin their mid-thirties in their parents'house.
Vocabulary describe to differentkindsof homes: She How do you geton with Talkingabout relationships: Not verywell. OK,I suppose. Lead in As an introduction to this unit, have students brainstorm a list of places to live. These can range from the obvious e. Tepee, monsion, stotelyhome. Then discusswhat coravon, students see in living in the advantagesand disadvantages.
You'vegot o lot of room in o monsion,but it's Probobly very expensiveto heot. How mony moin rooms ore there in o studio flat? Do you find cottogesin the city? How mony floors ore there in o bungalow?
Can you think of some exomples of slum oreas? Why is it colled o detoched house?
F o r t examPre: Areyou renting? Yes, l'm thinking looking o ploceto download. Thegroundfloor in Bricainis the first floor in many lt other countries. Speaking This exercise gives students a chance to use some of the expressions in I Different kinds of homes.
Have them work in pairs for the first task and then compare their answers with another group. Remind them that there are often several possible answers. You might also want to talk about how elderlyis a more polite way of d e s c r i b i n gs o m e o n e o l d. Dave got divorced and left the house to his exwife.
Neither of them can afford to rent or download a olacein London. They like the fact that they get looked after: The disadvantages are that they don't have much privacy and Dave finds some of Steve'shabits annoying. Then ask them if they can recall any useful expressions that you used. Here are some examDtes: They help oround the house. They'll be here to look ofter us in o few yeors. They reolly need to stond on their own two feet. I love them, but I wish they'd leove.
When they to havefinished, they can discuss answers and their the overallreactionin pairs. Write some sentence starters on the boardto help: I don'tunderstond he Havethem underline any expressions collocations or they find interesting. You might want to point out and explaina few yourself. Cities iiiii;. Remindthem to respondor ask a followup questiontoo. Whereabouts exoctly you living?
Oh,it mustbe nice,being to walkto school. Yeoh, don't hoveto worry obout getting so eorly. I up So, whereabouts exoctly you living?
Answers a d The positive escriptions re: Answers a l. She's always everywnere. He's always using the phone. He's always leavingthe lights on. She never tidies up after herself. She'salways leavingher hairs in the bath after she's had a shower. They never let me watch what I want to watch on TV. You can say o moin rood runs through somewhereto say that there is a road in the middle of the area.
A river can also be said to run througha place. TheThomes runs right through the villoge. Explain that in Britain a dog's owner is supposed to clear up their dog's excrement from the pavement or street.
Point out the expressions idyup ofteryourself t and toke thlngswithout osking. Give some other examples that might be more appropriate for your students if t n e c e s s a r y.
Pr onunciation: Whot do you think he shoulddo oround the house? Whot does'things'refer to in number 2? Speaking This exercise gives students an opport. How do you get on with them? They can then do the same with You may need to explain the following expressions: You wouldn't believe were slsters.
Then have students read the text and share their reaction in oairs. Write some sentence starters on the board: It soundslike it'd be I don't think I could ever You may need to explain that Exeter is a city in the southwest of Eneland. Y o u can add to or modify them afterwards. Go over the questions and explain that the personwho weors the trousersis an expression meaning the person who tends to moke decisionsfor the fomily. Tell students to listen first for the answers to these questions.
You may want to have them cover up sentences l Answers your brother,OK your flatmate, Really well 3. Tomorrow morningat seven thirty. Have them discussthe questions with a partner. Speaking Ask the first question to the class as a whole before dividing students up into two groups.
After students have practised,get pairs to perform one of their dialogues o another group. Let students read the conversation between Katrin and Anna first, and then play the recording as they read and underline the six e x p r e s s i o n sR e m i n d t h e m t o u n d e r l i n et h e c o m p l e t e.
You may want to tell them about yourself beforehand or afterwards. You may want to point out the following expressions: Answers The expressions are: Role play iil.
Before students start the role play,write a possible opener on the board: I understond thot vou hove o room to rent. Thot's right. Are you interested? Well,l might be. Have them do the role play a couple of times with different people. Explain that they will improve their oerformance each time. Once you've gone over the answers elicit the two Datterns: Encourage students to record these patterns in their notebooks along with some examples from this exercise or the personalisedones in the next.
Also, point out the expression tokelhovethe morninglweekends Ask students if they have ever had off. Speaking Here the meaning of the two structures is reinforced. Explain that outhoritorionis a negativeadjective to describe a person who tries to control other people. For the adjectives in b. Once they've finished,have them exchange postcards with a partner. They then read each other's postcards before getting together to ask questions about what they read.
The exercises here can be usedas a test. However, 4 Look back and check and 8 What can you remember? Adjectives Answers. You aren'tallowedin that part of the building. Working meansyou nights start work in the evening and finishin the early morning. You haveto do a compulsory You sub.
You do all the repairsand you redecorateir. Not necessarily. You're supposed meansit isn'tallowed. Unit overview General topic Talking about computersand the Internet. Dialogue Simonand Petetalk about downloadingthingsonline. Reading Classic comDutermistakes.
Saying e-mailand websiteaddresses: I boughtsome gropesthis morning. I've eotenthem oll olreody. I've and never: Why don'tyou ty Hoveyou tried Mioosoft Offce is a software suite containingword and processing, spreadsheet other software.
Online, lnternetservice an AOLstandsfor America orovider. A chot roomis a websitewhere peoplecan log on and 'talk' to eachother by sending from their messages nome comDuter. Lead in. F o r examPre: Knowonygoodsites2 but is B: You exoressions:. Do you usecomputers much? Do you like using Do you own one? Alternatively, havegroupsof studentsbrainstormthe and, areasof life that computershaverevolutionised they havemademore more interestingly, areas the We complicated.
You teachthe expressions couldn't can before. Vocabular y You on This exercise focuses computervocabulary. Ask the class further questions. For ls onyone goingowoyfor the weekend?
Did it roin the otherdoy? Sholl hoveo test in o few doys'time? You maywanr to point out the following exDressrons: You can also use occess a verb. For as example: We'reolwoys hovingproblems occessing the lnternet. The price is a lower than you would normallypay.
CDs Answers a. Speaking This exercise helpslead in to the listening task that follows. F What ore somegoodsitesfor downloadingthesekindsof things? Do you everworryobout securityT Whot ore the odvantogesldisodvontoges of downloadingonline? Tellthe class about any personal experiences before too moving n to the nextexercise.
W h i l e y o u l i ste n R e c o m me n d i a website Introduce the listeningtask and go over the two questions. Tell students to listen for the answers to the questions.
Play the recording, making sure that students have covered the text. Get them to discussthe answers in pairs. Tell them to keep the texr covered as they do this. I E-mails Play the recording once all the way through while students just listen,concentrating on how the characters that aren't numbers or letters are said.
Finally, play it a third time, stopping after each one so students can repeat. They can then practise in pairs before talking about the Internet suffixes. Next, let students read the conversation as you play the recording again. Do this two or three gaps at a time until the end. Play the recording through one more time, with students following the text. T h e m i s s i n g words are highlighted in colour.
Answers 7. Do you geta lot of spomljunk e-mail? Do you like usinge-moil? Whot are somedisodvontoges using to e-mail? Sp e a k i n g Use theseouestions follow on from 4 E-mails and to about something website addresses. Tellstudents Explain romanticyou'vedone or about a special song.
Ask obsessed comPuters necessary. Get studentsin smallgroupsfor this examples task. Youcan go around monitoring, collecting of language givefeedback when they'vefinished.
Have pairs of students discussthe four examples. As a class have them suggesta 'rule' and write it on the board. Answers The la. Hello, think we'vemet before, I hoven'twe? Oh,you've o hoircut! The examples the presentperfectin the text are: I'vemodethemoll ln part 2: Thesecond mlstoke wosnot to,I losto clossic wholemorning's work,I goto viruswhichwipedmy hord drivecleon. Is it free? Point out the collocations for mistoke: Encourage students to find other collocations in the text. Give students some other examples: Con I leove some of my stuff in your goroge until I find o Dloceto live?
I wonder whot thot red stuff is on the chicken. Write the present perfect exoressions on the board: I've olmost finished it. I've eoten them oll olreodv. I've forgotten most of it olreody. I've just heord thot Ask students to think of other examples that are true for them, and where they can respond with these expressions. Draw their attention to the position of the adverbs olmost,olreody ond just.
I bought some SraPesthis morning. I've eaten them already eaten them. I've iust had an:. I studiea Englishat school. I've iust heard that I've I L I oassed! Time exPresslons This is a review of some of the time exPressionstnat students met in Unit 2.
This exercise reinforces the difference between those that refer to a specifictime in the past e. Model the example with a student and then get rhe class to do l-7 in pairs. Point out that if you didn't get round to you didn't have time to do it, and that if you something, you throw it away or, in the case of a get rid of something, virus, remove it. Hove you ever been to o footbollmotch? No, never, A: Did you enjoy it?
Yeoh,it wos good. Students can do this task in pairs or move around the class,asking each other. Point out that yet is used this way in questions and negative statements. Also' in many of that ony and onrV. Haveyou ever beento Rome? Did you see the C Sistine hapel? Did you go to you ever beento Greece? Have Delphil 3. Haveyou ever beento Asia? Haveyou ever loadedon too much softwareiDid to you manage removemost of it? Haveyou ever forgottento saveyour work?
Did you manage ger rid of iti. The exercise also focuses on those verbs that can refer to actions that happen or states that exist over an extended period of a t i m e e. Whendid youleove schoolluniversity? How long haveyou known your girlfriendl When did you meetherl.
Write these patterns on the board to reinforce the structures that follow: I hodn't thought of that. Moybe l'll give themlit o try. Yeoh, youie probobly right. How long have you been married? When did you get marriedi How long have you been a vegetarianlWhen did you decide to stop eating meat?
W h e n d i d y o u leave Compugraphics? How long haveyou had this lobl When did you get it? How long haveyou had a carf When did you download it? This exercise reinforces conceptsin the previous the exercises.
You havestudents can work individually throughthe exercise in their answers beforecomparing pairs.
Students can then shout out the completedexpression e. The sentences giving advice are: Have you tried doing a search? I guess you could try the petrol station down the roao. Have you tried nicotine patches?
You could try caking it next year. Have you tried pressingAlt, Control Deletel I'd just turn it off and switch it back on. Havethem work in pairs, alternately for Ask if asking and givingadvice. You maywant to ask if studentshave other computer problemsand get the class givethem to s o m ea d v i c e. Real English Refer students to the Real English note on o reol Ponic Tell them about a time you were in o reol ponic or o reol hurry.
What did they do? Then playit again, pausing after eachexampleso that studentscan repeat. Payattentionto the intonationin eachcase. Students canthen completethe dialogues. My dod keeps soying I should become o doctor. Answers 5. F Theytokeup too much time. It'smuch more convenient. They've simplified Icomplicoted things. You know,he's reolly nice but he keeps on spendingoll our money on surprise weekend trips. Aftershefinished, did o she spellcheckto mokesureeverything OK.
Therewereno wos problems, shepostedthe moteriol. A few weeksloter,o ond student osked teocher his what'gerbils'were. Now the teocherwosconfused. To recyclesome of the language from this unit,nave studentsrole-play job interviewfor a computer a.
Students can then practisereading beforeperforming it it to anothergroup. Dialogue Martin and Rachel discuss plansfor celebrating Jamie, Rachel's birthday. Prepositional phrases location: Suggesting alternativetimes to meet: Con we moke it o bit loter? Expressions show you don't mind: Verbalexpressions followed by the -ingform or infinitive: Wouldyou liketo Do How oboutif I pickyou up ot eight?
Con we makeit nine? I don't finishwork until eight. A foyeris the entrancehall of a hotel,cinemaor theatre.Compare all 5 new copies.
Haveyou seentheir new babyyet? ThenI noticed smollhouseneorthe rood. Let students read the examples and then play the recording once all the way through, stopping after each example so that they can practise sayingit themselves. Collocations thingsyou download: